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In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals working between the school and central levels, may offer a unique opportunity to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research was conducted as a collaborative partnership between IIEP-UNESCO and Education Development Trust. It explores how middle-tier instructional leaders can form a nexus for improving the quality of education at scale. Through case studies in five jurisdictions--Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales--it explores the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems where they work. It focuses on promising practices globally, and is designed to draw out insights and lessons for both policy-makers and practitioners. [For the previous report, "Change Agents: Emerging Evidence on Instructional Leadership at the Middle Tier," see ED610844.]

This case study aims to contribute to the burgeoning evidence base on teachers working in refugee settings and to provide the Government of Kenya, United Nations High Commissioner for Refugees (UNHCR) and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for all learners. Using a collaborative, multi-phased, mixed methods approach, the research examines how teachers are managed in policy and practice in refugee hosting areas in Kenya. This report explores the management practices of teachers in public schools in the surrounding host communities as well as in camp schools. It is also important to understand teacher management practice in the wider context of the Kenyan government's goal of inclusion -- to bring camp schools into the national system and under government management. The study identifies promising commitments, practices and gaps in order to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings. [For "Teacher Management in Refugee Settings: Public Schools in Jordan," see ED621829. For "Teacher Management in Refugee Settings: Ethiopia," see ED607267.]

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note uncovers how the middle-tier structure in Shanghai evolved into a mature system contributing to the outstanding results in international learning assessments. [For the other country notes, see: Delhi (ED629464), Jordan (ED629466), Rwanda (ED629467), and Wales (ED629469).]

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note aims to uncover how the middle-tier structure in Wales helps to lead a whole learning system reform to enhance collaborative professionalism among teachers. [For the other country notes, see: Delhi (ED629464), Jordan (ED629466), Rwanda (ED629467), and Shanghai (ED629468).]

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note shows how existing middle-tier supervisor roles in Jordan were strengthened to include a greater emphasis on teacher support, coaching, and formative evaluation. [For the other country notes, see: Delhi (ED629464), Rwanda (ED629467), Shanghai (ED629468), and Wales (ED629469).]

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note shows how new 'leader of learning' middle tier roles have been created in Rwanda to harness the skills and motivation of the highest-performing serving head teachers in the country, to support the professional development of their peers. [For the other country notes, see: Delhi (ED629464), Jordan (ED629466), Shanghai (ED629468), and Wales (ED629469).]

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note uncovers how the middle tier structure in Delhi provides a whole system of peer support, collaboration, and feedback to improve teachers' professional development and motivation. [For the other country notes, see: Jordan (ED629466), Rwanda (ED629467), Shanghai (ED629468), and Wales (ED629469).]

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research explores how middle-tier instructional leaders can become a nexus for change to improve the quality of education. It focuses on highlighting promising practices globally and is designed to draw out insights and lessons for both policy-makers and practitioners. Case studies were conducted in five jurisdictions -- Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales -- where new roles have been created or existing roles re-oriented towards coaching and support. The studies explored the professional practices and perceived impacts of instructional leaders, and the enabling factors present in the systems in which they work. This brief is part one of a three-part series focusing on what the middle tier is and why it is important for improving learning. Brief 2 presents the professional practices and perceived impacts of instructional leaders, while Brief 3 presents the factors enabling them to become change agents. [For brief 2, see ED629429. For brief 3, see ED629428.]

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research explores how middle-tier instructional leaders can become a nexus for change to improve the quality of education. It focuses on highlighting promising practices globally and is designed to draw out insights and lessons for both policy-makers and practitioners. Case studies were conducted in five jurisdictions -- Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales -- where new roles have been created or existing roles re-oriented towards coaching and support. The studies explored the professional practices and perceived impacts of instructional leaders, and the enabling factors present in the systems in which they work. This brief is part two of a three-part series focusing on the professional practices of instructional leaders at the middle tier and how they bring about change in teaching and learning. The other briefs introduce the middle tier and how to make middle-tier roles effective. [For brief 1, see ED629430. For brief 3, see ED629428.]

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research explores how middle-tier instructional leaders can become a nexus for change to improve the quality of education. It focuses on highlighting promising practices globally and is designed to draw out insights and lessons for both policy-makers and practitioners. Case studies were conducted in five jurisdictions -- Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales -- where new roles have been created or existing roles re-oriented towards coaching and support. The studies explored the professional practices and perceived impacts of instructional leaders, and the enabling factors present in the systems in which they work. This brief is part three of a three-part series focusing on enabling factors and system considerations for turning instructional leaders into change agents for teaching and learning improvement. The other briefs focus on what is the middle tier and the professional practices of instructional leaders that contribute to improving learning. [For brief 1, see ED629430. For brief 2, see ED629429.]

In recent years, Kenya has made significant commitments to ensuring that vulnerable and marginalised populations increasingly access quality education, including those in refugee camps and surrounding communities in the counties of Turkana and Garissa. Effective teacher management is a key policy lever in ensuring inclusive, equitable and high-quality education systems. Research has shown that the quality of the teaching workforce is the most important factor affecting student learning among those that are open to policy influence. This brief aims to provide research-informed guidance for the effective management of primary-level teachers in refugee settings to the Kenyan Ministry of Education (MoE), Teacher Service Commission (TSC), Refugee Affairs Secretariat (RAS, now the Department for Refugee Services), UNHCR and other key stakeholders at multiple levels.

Several concurrent trends are increasing the likelihood that short courses, microcredentials, and flexible learning pathways will become a regular and even dominant feature of education and training globally. This policy paper reflects on these trends with special reference to the post-secondary education sector, and explores ways to organize short courses and micro-credentials as effective tools for offering up-to-date, quality learning to much larger segments of the population, creating flexible learning pathways, fostering learner autonomy, and formally acknowledging competencies. The paper discusses existing definitions and proposes a universal working definition for micro-credentials developed by UNESCO. It also describes 10 challenges that potentially threaten the successful roll-out of microcredentials. Challenges range from concerns -- some justified, others less so -- about the quality of pedagogy to doubts about level, credit points, progression, coherence, assessment, certification, and labour market value. The paper assesses each challenge and identifies actions that could contribute to the successful roll-out of short courses and micro-credentials. These include a functioning national qualifications framework, transparent recognition procedures, internal and external quality assurance, reliable assessment, facilities for digital storage, funding for learners and providers, and stakeholder engagement. Lastly, success also requires the development of easily accessible digital registers of learners' achievements, micro-credential qualifications, short courses, providers, assessors, awarders, quality assurance agencies, credential evaluators, employers, and job and promotion opportunities. The paper draws on country experiences, studies, and projects from all world regions, and highlights good practices. It concludes with seven recommendations targeted at public policy-makers to foster coordinated action, including further research to better understand short-course provision at country level and obstacles to the development of micro-credentials, as well as their added value for individual learners, the economy, and society at large.

This conceptual framework aims to build a shared and comprehensive understanding of what constitute EiE data and of the concepts and processes that underpin and guide work on education in emergencies data across a range of contexts, including acute emergencies, protracted crises, and displacement. The framework also presents a number of strategic priorities for improving the data ecosystem and ensuring a holistic, joined-up approach to data that can help countries manage crises and build resilience. [This publication was produced in collaboration with the Section of Migration, Displacement, Emergencies and Education of the Division for Education 2030 within UNESCO's Education Sector.]

Teachers are the key to success in any education system. In refugee settings, the role of teachers is particularly significant, as they can provide crucial continuity and socio-emotional support. They are sometimes the only educational resource available to students. Yet little is known about who are the teachers working in refugee-hosting communities. How are they recruited, trained and supported? IIEP-UNESCO and Education Development Trust are working together to provide research-informed policy recommendations for better management of teachers working with refugee children. This case study aims to contribute to the burgeoning evidence base on teachers working in crisis and displacement contexts and to provide the Government of Uganda, UNHCR and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for all learners. Using a collaborative, multi-phased, mixed-methods approach, the research examines how teachers are managed in policy and practice in refugee settings in Uganda. The case study identifies promising policies and practices, as well as gaps in policy and practice, to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings.

Quality, timely, purpose-driven education in emergencies (EiE) data can enable more effective response to education needs in crisis settings and strengthen system resilience. However, a growing body of evidence points to a number of problems related to the production, sharing, and use of EiE data within education information management systems (EMIS). This Guidance Note aims to support efforts towards a deliberate, shared, and committed course of action that eventually becomes part of routine planning and management of the education system, drawing on good practices and consolidating existing resources in a range of institutional, organizational, and individual elements to be considered when working to embed and improve production and use of EiE data for system resilience. This Guidance Note aims to support the work of ministry of education (MoE) and humanitarian and development actors at national and sub-national levels to institutionalize EiE data within education systems as part of broader system strengthening and resilience. This Guidance Note provides concrete guidance for data managers, decision-makers, and partners seeking to institutionalize EiE data production and use for crisis-sensitive educational planning and management. It is organized in two parts: the first sets out a framing model of institutionalized EiE data, while the second drills down into different components of the model, providing a series of reflections and resources for strengthening institutional awareness, capacity, and commitment to production and use of quality and timely EiE data. [This publication was produced by IIEP-UNESCO in collaboration with the Section of Migration, Displacement, Emergencies and Education of the Division for Education 2030 within UNESCO's Education Sector. This publication was funded by Education Cannot Wait and NORCAP.]

It is a fact that digital technologies have profoundly transformed society and culture. In this new scenario, education plays a fundamental role. It ensures, from a rights-based approach, access to information, knowledge generation, and civic participation, thus contributing to inclusive social development. In Latin America, governments have allocated significant investments in digital technologies in education to close the digital gap and democratize access to tools. However, the progress made so far is insufficient for a genuine educational transformation; one that truly responds to contemporary demands. In a complex context, the COVID-19 pandemic has left an even more intricate and unequal scenario. Faced with it, technologies and digital environments were required to support educational continuity. While this context accelerated the adoption of technologies by stakeholders in the education system, it also highlighted persistent challenges and gaps in access and effective use of these tools in the educational context. In the face of this regional landscape, this publication provides guidance for the planning of education policies that incorporate digital technologies, with the purpose of contributing, on the one hand, to addressing persistent issues in the region and, on the other hand, to addressing a change process that aligns with the needs and demands of the digital society. [This report was created by the Office for Latin America and the Caribbean of IIEP-UNESCO.]

This publication explores the link between the gender of the school principal and the performance of pupils at the end of primary school in reading and mathematics in fourteen French-speaking African countries, based on PASEC2019 data. This study was produced as part of the Women in Learning Leadership (WiLL) program of the Gender at the Center Initiative (GCI) of IIEP-UNESCO. Through an approach that combines the co-creation of evidence and the development of national capacities, hand-in-hand with ministries of education and partners, WiLL seeks to promote the adoption of best practices in school leadership while fostering equitable gender representation in school leadership positions in low- and middle-income countries.

Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education. [Funding for this work was provided by UNICEF Ethiopia. For "Teacher Management in Refugee Settings: Public Schools in Jordan," see ED621829. For "Teacher Management in Refugee Settings: Kenya," see ED626470.]

A major concern for policymakers around the world is how to design an entire system of education that provides high quality teaching and learning outcomes. This paper aims to make a significant contribution to this debate by looking closely at the middle part of education systems -- the regional, district, and sub-district level -- as a critical part of the 'machine' for quality teaching and learning at scale. This working paper is part of a joint venture between the UNESCO International Institute for Educational Planning (IIEP), Education Development Trust, and the Education Commission in researching and strengthening roles at the middle tier of education systems. This review sees the potential of these middle tier leaders as a cadre of change agents who work directly with schools and teachers, and who are dedicated to instructional change and professional learning. [This report was co-produced by the Education Commission.]

The rapid worldwide expansion of enrolment in higher education (HE) has led to greater diversity among students, with more first-generation learners, HE returnees, and disadvantaged groups. Yet, inequalities in participation persist and have worsened during the COVID-19 pandemic. The implementation of flexible learning pathways (FLPs) can help HE systems adapt to diverse learners' needs, offering them a greater choice and removing barriers to their access and progression in HE. FLPs are also important for achieving the United Nations Education 2030 Agenda, which calls for articulated education systems with multiple entry and exit pathways that recognize formal, non-formal, and informal learning. To investigate the effectiveness of FLPs in HE and highlight good practices to promote them, IIEP conducted a research project on 'SDG 4: Planning flexible learning pathways in higher education' between 2018 and 2021. The study included: a stocktaking exercise on international policies and good practice, an international survey of regulatory frameworks and tools, and eight country studies examining the effectiveness of FLP policies. Drawing on the research findings, this policy brief aims to support national and institutional policy-makers in choosing FLP policies to ensure equitable and effective HE systems.

The rapid worldwide expansion of enrolment in higher education (HE) has led to greater diversity among students, with more first-generation learners, HE returnees, and disadvantaged groups. Yet, inequalities in participation persist and have worsened during the COVID-19 pandemic. The implementation of flexible learning pathways (FLPs) can help HE systems adapt to diverse learners' needs, offering them a greater choice and removing barriers to their access and progression in HE. FLPs are also important for achieving the United Nations Education 2030 Agenda, which calls for articulated education systems with multiple entry and exit pathways that recognize formal, non-formal, and informal learning. To investigate the effectiveness of FLPs in HE and highlight good practices to promote them, IIEP conducted a research project on 'SDG 4: Planning flexible learning pathways in higher education' between 2018 and 2021. The study included: a stocktaking exercise on international policies and good practice, an international survey of regulatory frameworks and tools, and eight country studies examining the effectiveness of FLP policies. Drawing on the research findings, this policy brief aims to support national and institutional policy-makers in choosing FLP policies to ensure equitable and effective HE systems.

The purpose of these Guidelines and Toolkit is to describe the different operational tools developed to help education stakeholders systematically collect and analyse the efforts put in place to ensure the right to education. The guidelines take a new approach, addressing the RTE within a State's planning and programming documents while supporting educational stakeholders in understanding and analysing the compatibility of their planning (ESPs and TEPs) or programming documents with the international obligations and commitments synthesized by the Abidjan Principles. These Guidelines and Toolkit were originally conceived to support States in the planning process; thus, they are mostly directed at educational planners, managers, and decisionmakers at the national level. However, the tools are flexible enough to be utilized by other relevant entities or partners at the national level (independent human rights institutions, ombudspersons, non-governmental organizations, etc.) and sub-national level, or organizations (United Nations agencies, development partners, civil society, etc.).

When making study choices, students often find it challenging to identify their interests and strengths. Higher education (HE) systems that do not offer opportunities for reorientation and transfer run the risk of some students never completing their studies. This policy brief examines the different flexible pathways institutions can choose to ensure students complete higher education. [For IIEP Policy Brief. No. 1, "Increasing Equity through Diverse Entry Pathways into Higher Education. Flexible Learning Pathways in Higher Education," see ED621890.]

The rapid worldwide expansion of enrolment in higher education (HE) has led to greater diversity among students, with more first-generation learners, HE returnees, and disadvantaged groups. Yet, inequalities in participation persist and have worsened during the COVID-19 pandemic. The implementation of flexible learning pathways (FLPs) can help HE systems adapt to diverse learners' needs, offering them a greater choice and removing barriers to their access and progression in HE. FLPs are also important for achieving the United Nations Education 2030 Agenda, which calls for articulated education systems with multiple entry and exit pathways that recognize formal, non-formal, and informal learning. To investigate the effectiveness of FLPs in HE and highlight good practices to promote them, IIEP conducted a research project on 'SDG 4: Planning Flexible Learning Pathways in Higher Education' between 2018 and 2021. The study included: a stocktaking exercise on international policies and good practice, an international survey of regulatory frameworks and tools, and eight country studies examining the effectiveness of FLP policies. Drawing on the research findings, this policy brief aims to support national and institutional policy-makers in choosing FLP policies to ensure equitable and effective HE systems.

In Kenya, when schools and universities closed in March 2020 due to the COVID-19 pandemic, nearly 18 million Kenyan learners were affected, putting at stake the significant gains the Government has made to providing inclusive quality education. This analysis sheds light on the central question: What facilitates government leadership in crisis and risk management in education and how can humanitarian and development actors more effectively support the Ministry of Education (MoE) in Kenya to lead effective education services delivery during crises? It aims to identify the factors that enable and constrain MoE engagement and leadership in crisis management and provide insight into the conditions and approaches that facilitated MoE leadership and engagement in crisis management in the context of COVID-19. It concludes with policy recommendations to help orient efforts to strengthen crisis management in Kenya in the future. [For another report in this series, a case study on Jordan, see ED621629.]

With a view to identifying inclusive policies and good practices to respond to the many challenges that refugee students face to access higher education in their host country, this Policy Paper has conducted a review of available statistical data and literature. In addition, six selected countries with considerable refugee populations have been analysed more in-depth. They are: France, Ethiopia, Egypt, Germany, Norway, and Turkey. From this analysis, the paper presents inclusive policies and good practices from these countries and their higher education institutions by type of obstacle to accessing higher education. It concludes by presenting 15 recommendations on how host countries can support the access of refugees to their national systems, arguing strongly for an 'equality opportunity approach' in terms of national policies, and caring measures, at the level of higher education institutions. [This report was co-produced by the United Nations High Commissioner for Refugees (UNHCR), the UN Refugee Agency. It was made possible in part through funding from the Swedish International Development Agency (SIDA).]

In recent years, Jordan has made considerable progress in education and has demonstrated a strong commitment to improving the quality of provision for all learners within its borders, including refugees. Effective teacher management, aimed at building teachers' status, skills, motivation, wellbeing and retention, is a key policy lever that can help Jordan to achieve its aim of developing and sustaining a high-quality, inclusive and equitable education system for all learners, including refugees and vulnerable Jordanians. This policy brief aims to provide research-informed policy guidance for the effective management of elementary-level teachers in public schools catering to Syrian refugees in Jordan. The guidance is intended to support the Ministry of Education (MoE) and other key stakeholders at multiple levels of governance in developing and implementing teacher management policies, with the overall goal of improving teacher management in refugee settings. [For a related report, "Teacher Management in Refugee Settings: Public Schools in Jordan," see ED621829.]

The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]

Within the framework of the UNESCO International Institute for Educational Planning (IIEP) project, "SDG 4: Planning for flexible learning pathways in higher education," this research aims to provide a review of policies and development initiatives in Chilean higher education to support flexible learning pathways. This study uses a mixed methodology of in-depth interviews of agency representatives, document analysis, and case studies. The study included three case studies: a traditional university, a new public vocational training centre, and a corporation that runs three HEIs (a university, a professional institute, and a vocational training centre). The report describes the institutional landscape and how access, quality assurance, and funding conditions shape the system and foster or prevent the development of flexible learning initiatives. [This report was prepared in collaboration with the Interuniversity Development Centre (CINDA) (Chile) and the National Council for Education (CNED) (Chile). For "Flexible Learning Pathways in Chilean Higher Education. IIEP Country Note. No. 1," see ED617204.]

This study on flexible learning pathways in higher education (FLPs in HE) was commissioned by the UNESCO International Institute for Educational Planning (IIEP). It is a part of a global research project to determine the effectiveness of national provisions for inclusive and equitable access to quality higher education and lifelong learning opportunities for all, including disadvantaged groups (SDG 4). Jamaica was one of the eight countries selected to participate in the project. The Jamaican case study sought to ascertain the effectiveness of alternative pathways promulgated by the Government of Jamaica in the implementation of measures to achieve its target of having at least 80 per cent of Jamaicans participating in HE. In addition, the project sought to provide evidence-based information to the Ministry of Education in the planning and reform of the HE sector in Jamaica. The foci for the project were: (1) flexibility in pathways for admission "into" HE; and (2) flexibility in progression "through" higher education. The effectiveness of national policies, regulatory frameworks, instruments, and practices in enabling FLPs within the institutions and the establishment of linkages were assessed. Current knowledge on the research was garnered from a literature review. Primary data was obtained from 31 in-person interviews with 91 stakeholders drawn from national bodies and institutions. The interviews included focus group discussions with students at the three institutions selected for the study. The findings suggest that the current funding arrangements through HEART/NSTA Trust, the Ministry of Education, Youth and Information (MOEY&I), and the Programme for Advancement through Health and Education (PATH) Ministry of Labour and Social Security (MLSS), have addressed equity by enabling the participation of vulnerable and disadvantaged groups in HE. [This report was prepared in collaboration with the University Council of Jamaica (UCJ). For "Flexible Learning Pathways in Jamaican Higher Education. IIEP Country Note. No. 4," see ED617227.]

This report forms part of an international project, led by UNESCO's International Institute for Educational Planning (IIEP), on higher education's role in supporting "flexible learning pathways." Flexible learning pathways in higher education provide routes to the acquisition of knowledge and skills at different life stages, to meet the different needs and circumstances of the learner. They can involve boundary crossing between different sources of knowledge, different subject fields, different institutional providers, and different forms of learning. Pathways can take learners on journeys through expanded and differentiated higher education systems and beyond. This report draws on the perspectives of national higher education bodies and a range of institutional providers of higher education to identify current policies and practices concerning flexible learning pathways in the United Kingdom of Great Britain and Northern Ireland (UK) higher education system, though with a main focus on the system in England. Information was gathered from the available literature, from interviews with representatives of national higher education bodies and senior members of universities, and from national datasets of higher education students. The project examined degree structures, admissions at different degree levels, and the flexible entry pathways that were available. The report is structured as follows: (1) an overview of the UK national higher education system and its diversity and differentiation; (2) system-level approaches for supporting flexible learning pathways and the values and aims that inform them; (3) flexible learning pathways in practice, with case studies from two universities, Birmingham University and Teesside University, plus overviews of developments at two other universities, Exeter University and the Open University, along with national student data from all institutions; and (4) conclusions and recommendations for policies and practices for flexible learning pathways in higher education. [For "Flexible Learning Pathways in British Higher Education. IIEP Country Note. No. 8," see ED617201.]

Jordan has a longstanding history of providing the refugees it hosts with protection and essential support, including education. Today, the country is home to the tenth-largest population of Office of the United Nations High Commissioner for Refugees (UNHCR)-registered refugees in the world, hosting around 750,000 refugees originating from Syria, Iraq, Yemen and Sudan as well as a further half million unregistered Syrians. In addition, Jordan hosts 2.2 million Palestine refugees under the mandate of the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), most of whom have Jordanian citizenship. Ongoing conflicts, political unrest, droughts and famines in the region have meant that the influx of refugees into the country continues. Using a collaborative, two-phased, mixed-methods approach, the research examines how teachers are managed in policy and practice, focusing on schools catering to Syrian refugees outside refugee camps in Jordan. The case study identifies promising policies and practices and gaps in policy and practice in order to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings. [For "Ensuring Effective Teacher Management in Refugee Settings: Public Schools in Jordan. Policy Brief," see ED621828. For "Teacher Management in Refugee Settings: Ethiopia," see ED607267. For "Teacher Management in Refugee Settings: Kenya," see ED626470.]

Since 2011, the Syria crisis has displaced internationally more than six million people. Jordan is the third-largest host country for Syrian refugees, including more than 212,000 Syrian refugees of school age by 2018. This country study explores the way in which the Government of Jordan and specifically the Ministry of Education has responded to the influx of Syrian refugees since late 2011 and the subsequent actions of humanitarian and development actors to support this response effort until late 2019. Jordan, as a country with a long history of opening its doors to neighbours fleeing conflict, provides an interesting case for this study. Jordan's legacy of hospitality has done much to prepare Jordanians to host refugees and has provided a signal to the international community that they have a willing partner in response. By capturing the experiences of stakeholders in Jordan, this study hopes to inform and incentivize humanitarian and development action in support of government ministries serving children and youth during crises. It provides policy recommendations to strengthen the leadership of ministries of education and collaboration with partners for quality education in crisis situations. [For another report in this series, "The Kenya Ministry of Education's Response to the COVID-19 Pandemic. Case Study. What Influences Ministry of Education Leadership during Crises?," see ED621855.]

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the Malaysian research team carried out an in-depth case study of policies and practices that support flexible learning pathways (FLPs) in Malaysia. The team conducted interviews and focus group discussions with 49 respondents in late 2019, representing two national-level, contrasting higher education institutions: (1) Universiti Teknologi MARA (UiTM), a public university; and (2) Wawasan Open University (WOU), a private university. The interviews were complemented by a review of relevant national projects, legislative documents, and national statistical databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways in Malaysian Higher Education: Balancing Human Resource Development and Equity Policies. Report for the IIEP-UNESCO Research 'SDG4: Planning for Flexible Learning Pathways in Higher Education.'"

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the Jamaican research team carried out an in-depth analysis of policies and practices that support flexible learning pathways (FLPs) in Jamaica. The team conducted interviews and focus group discussions with 91 respondents in late 2019 representing three national-level contrasting higher education institutions: (1) the University of Technology (UTech), a public university; (2) Northern Caribbean University (NCU), a private university; and (3) Moneague College, a multidisciplinary college. The interviews were complemented by a review of relevant national projects, legislative documents, and national statistical databases. This Country Note reflects key findings and conclusions of "Integrated Higher Education in Support of Flexible Learning Pathways in Jamaica. Report for the IIEP-UNESCO Research 'SDG 4: Planning for Flexible Learning Pathways in Higher Education'" (ED617226).

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP, the Finnish research team carried out an in-depth case study of policies and practices that support FLPs in Finland. In late 2019, the team conducted interviews and focus group discussions with 43 respondents representing two higher education institutions, a university, and a university of applied sciences (UAS) from different regions in Finland. The interview analysis was complemented by a review of relevant national projects, legislative documents, and national statistical databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways in Higher Education: Finland's Country Case Study for the UNESCO International Institute for Educational Planning (IIEP-UNESCO) SDG4 Project in 2018-2021."

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the Chilean research team carried out an in-depth case study of policies and practices that support FLPs in Chile. In late 2019, the team conducted interviews and focus group discussions with 28 respondents representing stakeholders from the national level and three contrasting higher education institutions: a traditional university, the Pontifical Catholic University of Valparaíso (PUCV); a new public vocational training centre, the Vocational Centre at Los Lagos (CFTLL); and a professional institute, the Santo Tomás Corporation (CST). Interview analysis was complemented by a review of relevant national projects, legislative documents, and national statistical databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways in Chilean Higher Education -- Can a Bottom-Up Approach Work? Report for the IIEP-UNESCO Research 'SDG 4: Planning for Flexible Learning Pathways in Higher Education'" (ED617203).

Quality pre-primary education is widely recognized as crucial in providing children with the foundation to succeed, but many countries face obstacles in adequately funding scale-up of the pre-primary subsector. A major impediment to the expansion of early childhood education (ECE) is limited data on the cost-effectiveness of existing pre-primary models and on the funding that is available. This prevents proper integration of ECE into education sector plans, hampering adequate resource mobilization (Atinc, Putcha, and van der Gaag, 2014). Where resources are strained, countries also need strategies to increase ECE financing, including from public sources and via alternative financing mechanisms. The Ministry of Basic and Secondary Education (MoBSE) of The Gambia has therefore collaborated with the UNESCO International Institute for Educational Planning (IIEP) on two studies on cost-effectiveness analysis (CEA) and funding for ECE. This policy brief discusses funding, providing analysis of the inefficiencies, inequities, and sustainability issues with current ECE funding patterns. It concludes with practical recommendations for future funding strategies to support the expansion of quality ECE provision in The Gambia.

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the South African research team carried out an in-depth case study of policies and practices that support FLPs in South Africa. Between September and November 2019, the team conducted interviews and focus group discussions with 80 respondents in key National Qualifications Framework (NQF) partner entities and three higher education institutions (HEIs) in the country: a public university, a public University of Technology (UoT), and a private HEI (pHEI). These interviews were complemented by an analysis of the relevant legislation, instruments, and data from national databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways: The National Qualifications Framework Backbone. Report for the IIEP-UNESCO Research 'SDG4: Planning for Flexible Learning Pathways in Higher Education'" (ED617205).

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the researcher carried out an in-depth case study of policies and practices that support FLPs in the United Kingdom (UK). The researcher conducted interviews and focus group discussions with 42 respondents in autumn 2019 and spring 2020, representing four national-level, higher education institutions located in England. These consisted of two well-established universities (Birmingham and Exeter), one university with regional outreach (Teesside University), and the Open University. The interviews were complemented by a review of relevant national projects, legislative documents, national statistical databases, and institutional documents and data. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways in British Higher Education: A Decentralized and Market-Based System. Report for the IIEP-UNESCO Research 'SDG 4: Planning for Flexible Learning Pathways in Higher Education'" (ED617200).

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning assessment data are used in six sub-Saharan African countries. This Information Sheet provides background details for IIEP's Policy Brief on the Gambia. It looks at the characteristics and setting of student assessments, presents the roles and responsibilities of the different actors, and sets out the documented uses of learning data. [For "The Use of Learning Assessment Data: The Gambia. IIEP Policy Brief. No. 1," see ED617190.]

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning assessment data are used in six sub-Saharan African countries. This Information Sheet provides background details for IIEP's Policy Brief on Ghana. It looks at the characteristics and setting of student assessments, presents the roles and responsibilities of the different actors, and sets out the documented uses of learning data. [For "The Use of Learning Assessment Data: Ghana. IIEP Policy Brief. No. 4," see ED617145.]

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning assessment data are used in six sub-Saharan African countries. This Information Sheet provides background details for IIEP's Policy Brief on Namibia. It looks at the characteristics and setting of student assessments, presents the roles and responsibilities of the different actors, and sets out the documented uses of learning data. [For "The Use of Learning Assessment Data: Namibia. IIEP Policy Brief. No. 5," see ED617141.]

Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018, to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the National Institute of Educational Planning and Administration (NIEPA) carried out an in-depth case study of policies and practices that supports FLPs in India. A research team conducted interviews and focus group discussions with 42 respondents in late 2019 representing two national-level contrasting higher education institutions: IIT-Delhi, an elite technical institution, and Bharathiar University, a premier state university. The interviews were complemented by a review of relevant national projects, legislative documents, and national statistical databases.

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning assessment data are used in six sub-Saharan African countries. This Information Sheet provides background details for IIEP's Policy Brief on Zambia. It looks at the characteristics and setting of student assessments, presents the roles and responsibilities of the different actors, and sets out the documented uses of learning data. [For "The Use of Learning Assessment Data: Zambia. IIEP Policy Brief. No. 6," see ED617146.]

Although the number of countries conducting large-scale assessments has increased significantly over the past two decades, this has not necessarily led to the effective use of learning assessment data in policy-making and planning. To better understand the reasons for this, the UNESCO International Institute for Educational Planning (IIEP) conducted a qualitative study in six sub-Saharan African countries that explored both how they use learning data in the education planning cycle and what influences their use. The study examines the use of data generated by national, regional, and international large-scale assessments as well as citizen-led assessments. When relevant, it also explores how it articulates with the use of other data, such as examination results. IIEP's research team together with MKA Education Services conducted an in-depth case study in Ghana, collecting data in 2019. Interviews, observations, and focus group discussions were held with actors involved in production and use of learning data at central and decentralized administrative levels (i.e. regions and districts), complemented by documentary analysis. Drawing from the research data, this policy brief explores the main lessons for national policy-makers and planners as well as international actors. [For "Learning Assessments in Ghana. IIEP Information Sheet," see ED617158.]

Although the number of countries conducting large-scale assessments has increased significantly over the past two decades, this has not necessarily led to the effective use of learning assessment data in policy-making and planning. To better understand the reasons for this, the UNESCO International Institute for Educational Planning (IIEP) conducted a qualitative study in six sub-Saharan African countries that explored both how they use learning data in the education planning cycle and what influences their use. The study examines the use of data generated by national, regional, and international large-scale assessments as well as citizen-led assessments. When relevant, it also explores how it articulates with the use of other data, such as examination results. IIEP's research team together with researchers from the University of Zambia conducted an in-depth case study in 2020. A number of interviews, observations, and focus group discussions were held with actors involved in the production and use of learning data at central and decentralized (i.e. provinces) administrative levels, complemented by documentary analysis. Drawing from the research data, this policy brief explores the main lessons for national policy-makers and planners as well as international actors. [For "Learning Assessments in Zambia. IIEP Information Sheet," see ED617159.]

Although the number of countries conducting large-scale assessments has increased significantly over the past two decades, this has not necessarily led to the effective use of learning assessment data in policy-making and planning. To better understand the reasons for this, the UNESCO International Institute for Educational Planning (IIEP) conducted a qualitative study in six sub-Saharan African countries that explored both how they use learning data in the education planning cycle and what influences their use. The study examines the use of data generated by national, regional, and international large-scale assessments as well as citizen-led assessments. When relevant, it also explores how it articulates with the use of other data, such as examination results. IIEP's research team together with researchers from the University of Namibia conducted an in-depth case study in Namibia, carrying out data collection in 2019. A number of interviews took place, as well as observations and focus group discussions with actors involved in the production and use of learning data at central and decentralized (i.e., regions) administrative levels. These were complemented by documentary analysis. Drawing from the research data, this policy brief explores the main lessons for national policy-makers and planners as well as international actors. [For the Information Sheet on Namibia, "Learning Assessments in Namibia," see ED617162.]